Lesson 5: Building on a Foundation 2e Learners

In Part 1 of the course, we went into some detail about the challenges involved with identifying 2e learning and the process of gifted identification.  Even though it can be complicated, it is important to understand the legal requirements around identifying our 2e students.

Assessing Students Identified with a Disability for Gifted Services

Section 504 and the ADA prohibit discrimination against students on the basis of a disability. This means that students with disabilities should have equal opportunity to participate in assessments for gifted programs (Slater, 2020, Educating Twice-Exceptional Students in Compliance with IDEA and Section 504).  Since many recommendations come from teachers, they must be familiar with the characteristics of gifted learners as well as a general understanding of 2e. 

Assessing Students Identified as Gifted for IDEA or Section 504 Services

Educators may also fail to refer students who are already identified as gifted for disability identification.  While most educators are aware that IDEA requires us to find, evaluate, and identify students suspected of having a learning disability, they may decline to refer an academically gifted student...based on the mistaken belief that high-achieving students are ineligible for such services.  Others may focus on a student's passing grades or appropriate classroom behavior without realizing the amount of effort required to maintain that level of performance….[or] may not realize how a student's giftedness can mask his disability (or vice versa).  (Slater, 2020, p. 5)

Slater (2020) also notes common barriers that are preventing educators from referring gifted students who may need special education services:

1. Educator mindset - educators may not understand that a student can be cognitively advanced and also have a disability. 
2. Confusion about legal requirements
3. Difficulties spotting signs of disability in gifted students (masking)

As Slater emphasizes, "It's clear that gifted students fall within the scope of the IDEA's child find requirement" (p. 5).

As you know from the Part 1 course, identifying 2e students can be difficult, but it is legally required.  Steps your district or school can take are:

1. Review child find obligations with all relevant staff. https://www.cde.state.co.us/cdesped/sd-sld_resources_eligibility_guidance
2. Ensure that all evaluators are knowledgeable about twice-exceptional students. https://www.cde.state.co.us/gt/twice-exceptional
3. Learn state requirements for gifted programs. https://www.cde.state.co.us/gt  (credit: Slater, 2020, p. 13)